Objectives Students will understand that the equation y=mx+b defines a linear function (straight line) and the constant of proportion (m) is the slope Students will know input and output relationships, understand graphs and slope Students will be able to test for every input into a function there is one output
Product: Comic Life
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment Common Core Standards Grade Level: 8 Domain: Functions Cluster: Define, Evaluate, and Compare Functions Standards: 1. Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. Rationale: The students will understand relations and functions by using data to show inputs and outputs and to analyze what this data means.
Assessments
Formative (Assessment for Learning) Section I – checking for understanding during instruction To check for understanding the teacher will use the onion ring method to pose questions to the students about their ideas, data collection, formed relationship, and Comic Life knowledge. There will be a small circle of students in the middle and a bigger circle of students around them. The inside circle will face the outside circle and they will be paired up and talk about the questions asked. For each question the inside circle will rotate one person so students have a chance to collaborate with many of their peers. Section II – timely feedback for products (self, peer, teacher) Students will write a journal entry to be handed in to the teacher that self-assesses the progress on their project and any concerns or questions they want the teacher to address. Students will use peer-assess using the Two Stars and a Wish method. Students will work in pairs and give each other two positive feedbacks on their progress and one wish they have for their peer to work on. This will help students realize what they need to improve on or where they are misunderstanding the content. The teacher will use a rubric to evaluate the students' data charts, graphs and Comic Life. Students will be given this rubric before they start the assignment and it will be posted on the class wiki in case they misplace it. They will always know what is expected of them. Summative (Assessment of Learning): Comic Life (75 points): Students will choose a city (or two) and collect data on it's population over a long period of time. They will interpret and analyze the data and turn it into a comic strip story of the cities rise and fall of population. The story should be creative and well thought out. The comic will include the data and the graphs.
Integration Technology: Students will use online resources to collect data and use Comic Life to create their comic. Content Areas: Science: Students will learn how to collect and analyze data over a period of time. This concept of analyzing gathered data is so important to the science field.
Groupings Section I - Graphic Organizer & Cooperative Learning used during instruction Students will use a flow chart pick their topic (city) and collect data to input into their input/output chart. A separate flow chart may be used to organize the comic story. The teacher will pose a question about what students feel or think about their understanding of these relationships that allows them to agree or disagree. They will stand on a value line from 1 to 10, strongly disagree to strongly agree and then fold and discuss with the person across from them. Section II – Groups and Roles for Product Students will work independently on this project, however, there will be many opportunities to collaborate with peers. The desks will be arranged in groups so students will be able to work quietly with their neighbors. During the cooperative learning activity students will be assigned a partner based on their understanding of the content.
Differentiated Instruction
MI Strategies Verbal: Students are about to write a journal entry to the teacher expressing their progress on their project and any joys or concerns they may have. Logic: The flow chart will keep the students thoughts organized and they will be able to express the data in chronological order with the flow chart. Visual: Comic life allows the student to express their data in images, graphs, and tables. They can add pictures of the city and what it might look like based on the period and amount of people living their at the time. The captions used will illustrate what information and concepts the pictures are displaying. Interpersonal: The onion ring activity gets students up and interacting with their many of their peers about their ideas, ideas, data collection, formed relationship, and Comic Life knowledge. Intrapersonal: This is an individual project. Students will do most of the work on their own. They may consult others if they wish but are not forced unless otherwise stated during instruction. Naturalist: The student could pick any city in the world to follow as long as they can find or get a hold of the necessary information. They could pick a town in Northern Maine or San Francisco but when creating their Comic Life they can make up a story how the population affected an animal or plants population. One might create a story where the town runs out of drinking water because the population grows the city's major water source dries up and doesn't replenish so the town ends up a deserted area.
Modifications/Accommodations From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students: This project will be completed over a few class periods. Absent students will be expected to refer to the class wiki for project information and resources. The teacher will be available to meet with the student when they return to class. If the student is aware of their absent in advance then the teacher expects the work to be completed upon their return.
Extensions
Type II technology: Students will use Comic Life to complete this assessment. Comic Life introduces one to comic design and allows the user to build a story. They can send this file via e-mail and post it on the class wiki for their classmates to see. Gifted Students: Students can choose to analyze the relationship between two sets of data using a scatter plot. They will have to describe the relationship and base their comic story on their findings.
Materials, Resources and Technology Teacher laptop Student laptops SmartBoard Updated class wiki Graphic Organizer Comic life program
Source for Lesson Plan and Research Comic life tutorial:
PART II: Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Room Arrangement: The desks will be set up in groups with four students in each one.
Agenda: Day one (80 minutes):
Hook (5 minutes)
Review (15 minutes)
Assignment introduction (10 minutes)
Where to find resources (15 minutes)
Research and Graphic organizer (25 minutes)
Questions (10 minutes)
Homework: Finish graphic organizer Day two (80 minutes):
Questions (10 minutes)
Cooperative learning (15 minutes)
Comic tutorial (25 minutes)
◦ Watch video (10 minutes) ◦ Discover Comic Life (15 minutes)
Start Comic Life (30 minutes)
Homework: Come to class with any questions related to content, the assignment or Comic Life Day three (80 minutes)
Answer questions (10-15 minutes)
Finalize project and post to class wiki (65-70 minutes)
Students will understand that the equation y=mx+b defines a linear function (straight line) and the constant of proportion (m) is the slope. Input and output relationships are used every day to see the affect of one set of date on a related set of data. For example, a microbiologist would use one to predict future fish populations given rising water temperatures. Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. Students will use an online website that illustrates a "function machine". On the beginner level the student chooses the input number and it goes through a "machine" that produces an output number. The student can try to figure out the equation or they can create his or her own. This will illustrate to the students how the process works. Where, Why, What, Hook, Tailors: Logical, Visual, Verbal, Intrapersonal
Students will know input and output relationships, understand graphs and slope. Students will use a flow chart pick their topic (city) and collect data to input into their input/output chart. A separate flow chart may be used to organize the comic story. The teacher will pose a question about what students feel or think about their understanding of these relationships that allows them to agree or disagree. They will stand on a value line from 1 to 10, strongly disagree to strongly agree and then fold and discuss with the person across from them. This will be the cooperative learning activity. To check for understanding the teacher will use the onion ring method to pose questions to the students about their ideas, data collection, formed relationship, and Comic Life knowledge. There will be a small circle of students in the middle and a bigger circle of students around them. The inside circle will face the outside circle and they will be paired up and talk about the questions asked. For each question the inside circle will rotate one person so students have a chance to collaborate with many of their peers. Equip,Explore, Rethink, Tailor: Verbal, Interpersonal, Intrapersonal, Logical, Kinesthetic
Students will be able to test for every input into a function there is one output. The students are expected to choose a city to collect population data on and interpret using an input and output data chart and putting it into a graph. They will proceed by using Comic Life to create a story about the cities population changes over time. After the class reviews students will have an opportunity to work on their graphic organizers. Students will use a flow chart pick their topic (city) and collect data to input into their input/output chart. A separate flow chart may be used to organize the comic story. This assignment is homework if they don't complete it in class. Students will participate in the cooperative learning activity where the teacher will pose a question about what students feel or think about their understanding of these relationships that allows them to agree or disagree. They will stand on a value line from 1 to 10, strongly disagree to strongly agree and then fold and discuss with the person across from them. After this they will proceed to watch a tutorial on Comic Life. The students will be given class time to explore Comic Life and familiarize themselves with the program. The third day will be spent creating their product. Students will work independently on this project, however, there will be many opportunities to collaborate with peers. The desks will be arranged in groups so students will be able to work quietly with their neighbors. During the cooperative learning activity students will be assigned a partner based on their understanding of the content. Students will use peer-assess using the Two Stars and a Wish method. Students will work in pairs and give each other two positive feedbacks on their progress and one wish they have for their peer to work on. This will help students realize what they need to improve on or where they are misunderstanding the content. Explore, Experience, Revise, Refine, Tailors: Intrapersonal, interpersonal, logical, visual, verbal
Students will write a journal entry to be handed in to the teacher that self-assesses the progress on their project and any concerns or questions they want the teacher to address. The teacher will use a rubric to evaluate the students' data charts, graphs and Comic Life. Students will be given this rubric before they start the assignment and it will be posted on the class wiki in case they misplace it. They will always know what is expected of them. Evaluate, Tailors: Visual, verbal, logical
Handouts Graphic organizer Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles Clipboard: All resources and notes will be posted on the class wiki for students to refer to. Students will be presented the expectations during class and they will be outlined on the class wiki. The lesson will be sequentially presented with frequent opportunities to reflect and ask questions. Microscope: Students will be analyzing their graphs and creating a story based on their findings. There will be many opportunities for discussions through cooperative learning and the way the desks are arranged in groups. Students will be responsible for their own product but can collaborate with peers and the teacher at any time. Puppy: The classroom environment will be very safe and respectful during this lesson. Students will be working on their projects independently so students will be responsible for their own products but can choose to help each other if they wish. The students will peer-asses each other using the two star and a wish method. They will tell their partner two things they like (or learned) from their project and one thing they could improve before turning it in. Beach Ball: Students can choose to fill out as many graphic organizers as they want and for whatever reason. They have freedom to choose any city (cities) they wish but should pick one there is a lot of information on. They are free to develop their comic story any way they'd like as long as it is appropriately related to their analysis of their data. Rationale: This lesson takes into consideration all learning styles and implements challenges for all students. Sequential learning, organization, and freedom are all relevant aspects of this lesson.
Standard 6 -Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making. Formative: Section I – checking for understanding during instruction To check for understanding the teacher will use the onion ring method to pose questions to the students about their ideas, data collection, formed relationship, and Comic Life knowledge. There will be a small circle of students in the middle and a bigger circle of students around them. The inside circle will face the outside circle and they will be paired up and talk about the questions asked. For each question the inside circle will rotate one person so students have a chance to collaborate with many of their peers. Section II – timely feedback for products (self, peer, teacher) Students will write a journal entry to be handed in to the teacher that self-assesses the progress on their project and any concerns or questions they want the teacher to address. Students will use peer-assess using the Two Stars and a Wish method. Students will work in pairs and give each other two positive feedbacks on their progress and one wish they have for their peer to work on. This will help students realize what they need to improve on or where they are misunderstanding the content. The teacher will use a rubric to evaluate the students' data charts, graphs and Comic Life. Students will be given this rubric before they start the assignment and it will be posted on the class wiki in case they misplace it. They will always know what is expected of them. Summative: Comic Life (75 points): Students will choose a city (or two) and collect data on it's population over a long period of time. They will interpret and analyze the data and turn it into a comic strip story of the cities rise and fall of population. The story should be creative and well thought out. The comic will include the data and the graphs. Rationale: Formative assessments will be used multiple times to engage students in their growth and give the teacher feedback on the students progress. The journaling response from students will give the teacher important feedback when planning for advancement during the lesson. The summative assessment will show the teacher which students have developed mastery and what areas they still need to develop further.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge: Students will know y=mx+b, slope, linear equations and functions, express relationship between two quantities
CCSS: Grade Level: 8 Domain: Functions Cluster: Define, Evaluate, and Compare Functions Standards: 1. Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. Rationale: The students will understand relations and functions by using data to show inputs and outputs and to analyze what this data means.
Standard 8 -Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies: Verbal: Students are about to write a journal entry to the teacher expressing their progress on their project and any joys or concerns they may have. Logic: The flow chart will keep the students thoughts organized and they will be able to express the data in chronological order with the flow chart. Visual: Comic life allows the student to express their data in images, graphs, and tables. They can add pictures of the city and what it might look like based on the period and amount of people living their at the time. The captions used will illustrate what information and concepts the pictures are displaying. Interpersonal: The onion ring activity gets students up and interacting with their many of their peers about their ideas, ideas, data collection, formed relationship, and Comic Life knowledge. Intrapersonal: This is an individual project. Students will do most of the work on their own. They may consult others if they wish but are not forced unless otherwise stated during instruction. Naturalist: The student could pick any city in the world to follow as long as they can find or get a hold of the necessary information. They could pick a town in Northern Maine or San Francisco but when creating their Comic Life they can make up a story how the population affected an animal or plants population. One might create a story where the town runs out of drinking water because the population grows the city's major water source dries up and doesn't replenish so the town ends up a deserted area.
Type II Technology: Students will create a Comic Life.
Rationale: This lesson includes six of the multiple intelligences. Students will be engaged and will continue to grow in their learning as they make their developed and developing intelligences stronger.
NETS STANDARDS FOR TEACHERS 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale: Students will collaborate during class time when involved in cooperative learning and checking for understanding. They will be arranged in groups at their desks so they have constant contact with each other. They will have the resources to e-mail each other outside of class and post on the class wiki. Students will reflect many times when journaling, participating in cooperative learning, and when peer and self-assessing.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S. a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: This lesson has students create a Comic Life that introduces them to comic design and story telling. For people who have an interest in art or English this is a perfect opportunity for them to thrive in a math class while learning content simultaneously. Students will have the opportunity to self-assess their progress and reflect on questions asked by the teacher.
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Ashley Godbout Lesson #: 3 Facet: Apply
Grade Level: 8th Grade Numbers of Days: 3
Topic: Functions
PART I:
Objectives
Students will understand that the equation y=mx+b defines a linear function (straight line) and the constant of proportion (m) is the slope
Students will know input and output relationships, understand graphs and slope
Students will be able to test for every input into a function there is one output
Product: Comic Life
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
Common Core Standards
Grade Level: 8
Domain: Functions
Cluster: Define, Evaluate, and Compare Functions
Standards: 1. Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.
Rationale:
The students will understand relations and functions by using data to show inputs and outputs and to analyze what this data means.
Assessments
Formative (Assessment for Learning)
Section I – checking for understanding during instruction
To check for understanding the teacher will use the onion ring method to pose questions to the students about their ideas, data collection, formed relationship, and Comic Life knowledge. There will be a small circle of students in the middle and a bigger circle of students around them. The inside circle will face the outside circle and they will be paired up and talk about the questions asked. For each question the inside circle will rotate one person so students have a chance to collaborate with many of their peers.
Section II – timely feedback for products (self, peer, teacher)
Students will write a journal entry to be handed in to the teacher that self-assesses the progress on their project and any concerns or questions they want the teacher to address. Students will use peer-assess using the Two Stars and a Wish method. Students will work in pairs and give each other two positive feedbacks on their progress and one wish they have for their peer to work on. This will help students realize what they need to improve on or where they are misunderstanding the content. The teacher will use a rubric to evaluate the students' data charts, graphs and Comic Life. Students will be given this rubric before they start the assignment and it will be posted on the class wiki in case they misplace it. They will always know what is expected of them.
Summative (Assessment of Learning):
Comic Life (75 points): Students will choose a city (or two) and collect data on it's population over a long period of time. They will interpret and analyze the data and turn it into a comic strip story of the cities rise and fall of population. The story should be creative and well thought out. The comic will include the data and the graphs.
Integration
Technology: Students will use online resources to collect data and use Comic Life to create their comic.
Content Areas: Science: Students will learn how to collect and analyze data over a period of time. This concept of analyzing gathered data is so important to the science field.
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
Students will use a flow chart pick their topic (city) and collect data to input into their input/output chart. A separate flow chart may be used to organize the comic story. The teacher will pose a question about what students feel or think about their understanding of these relationships that allows them to agree or disagree. They will stand on a value line from 1 to 10, strongly disagree to strongly agree and then fold and discuss with the person across from them.
Section II – Groups and Roles for Product
Students will work independently on this project, however, there will be many opportunities to collaborate with peers. The desks will be arranged in groups so students will be able to work quietly with their neighbors. During the cooperative learning activity students will be assigned a partner based on their understanding of the content.
Differentiated Instruction
MI Strategies
Verbal: Students are about to write a journal entry to the teacher expressing their progress on their project and any joys or concerns they may have.
Logic: The flow chart will keep the students thoughts organized and they will be able to express the data in chronological order with the flow chart.
Visual: Comic life allows the student to express their data in images, graphs, and tables. They can add pictures of the city and what it might look like based on the period and amount of people living their at the time. The captions used will illustrate what information and concepts the pictures are displaying.
Interpersonal: The onion ring activity gets students up and interacting with their many of their peers about their ideas, ideas, data collection, formed relationship, and Comic Life knowledge.
Intrapersonal: This is an individual project. Students will do most of the work on their own. They may consult others if they wish but are not forced unless otherwise stated during instruction.
Naturalist: The student could pick any city in the world to follow as long as they can find or get a hold of the necessary information. They could pick a town in Northern Maine or San Francisco but when creating their Comic Life they can make up a story how the population affected an animal or plants population. One might create a story where the town runs out of drinking water because the population grows the city's major water source dries up and doesn't replenish so the town ends up a deserted area.
Modifications/Accommodations
From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students: This project will be completed over a few class periods. Absent students will be expected to refer to the class wiki for project information and resources. The teacher will be available to meet with the student when they return to class. If the student is aware of their absent in advance then the teacher expects the work to be completed upon their return.
Extensions
Type II technology:
Students will use Comic Life to complete this assessment. Comic Life introduces one to comic design and allows the user to build a story. They can send this file via e-mail and post it on the class wiki for their classmates to see.
Gifted Students: Students can choose to analyze the relationship between two sets of data using a scatter plot. They will have to describe the relationship and base their comic story on their findings.
Materials, Resources and Technology
Teacher laptop
Student laptops
SmartBoard
Updated class wiki
Graphic Organizer
Comic life program
Source for Lesson Plan and Research
Comic life tutorial:
http://www.youtube.com/watch?v=gqdeP3kIWzw
Graphic Organizer:
http://www.eduplace.com/graphicorganizer/pdf/persuasion.pdf
Cooperative Learning:
Onion Ring
Scatter plot:
http://www.mathsisfun.com/data/scatter-xy-plots.html
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Room Arrangement:
The desks will be set up in groups with four students in each one.
Agenda:
Day one (80 minutes):
- Hook (5 minutes)
- Review (15 minutes)
- Assignment introduction (10 minutes)
- Where to find resources (15 minutes)
- Research and Graphic organizer (25 minutes)
- Questions (10 minutes)
Homework: Finish graphic organizerDay two (80 minutes):
- Questions (10 minutes)
- Cooperative learning (15 minutes)
- Comic tutorial (25 minutes)
◦ Watch video (10 minutes)◦ Discover Comic Life (15 minutes)
- Start Comic Life (30 minutes)
Homework: Come to class with any questions related to content, the assignment or Comic LifeDay three (80 minutes)
Students will understand that the equation y=mx+b defines a linear function (straight line) and the constant of proportion (m) is the slope. Input and output relationships are used every day to see the affect of one set of date on a related set of data. For example, a microbiologist would use one to predict future fish populations given rising water temperatures. Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. Students will use an online website that illustrates a "function machine". On the beginner level the student chooses the input number and it goes through a "machine" that produces an output number. The student can try to figure out the equation or they can create his or her own. This will illustrate to the students how the process works.
Where, Why, What, Hook, Tailors: Logical, Visual, Verbal, Intrapersonal
Students will know input and output relationships, understand graphs and slope. Students will use a flow chart pick their topic (city) and collect data to input into their input/output chart. A separate flow chart may be used to organize the comic story. The teacher will pose a question about what students feel or think about their understanding of these relationships that allows them to agree or disagree. They will stand on a value line from 1 to 10, strongly disagree to strongly agree and then fold and discuss with the person across from them. This will be the cooperative learning activity. To check for understanding the teacher will use the onion ring method to pose questions to the students about their ideas, data collection, formed relationship, and Comic Life knowledge. There will be a small circle of students in the middle and a bigger circle of students around them. The inside circle will face the outside circle and they will be paired up and talk about the questions asked. For each question the inside circle will rotate one person so students have a chance to collaborate with many of their peers.
Equip, Explore, Rethink, Tailor: Verbal, Interpersonal, Intrapersonal, Logical, Kinesthetic
Students will be able to test for every input into a function there is one output. The students are expected to choose a city to collect population data on and interpret using an input and output data chart and putting it into a graph. They will proceed by using Comic Life to create a story about the cities population changes over time. After the class reviews students will have an opportunity to work on their graphic organizers. Students will use a flow chart pick their topic (city) and collect data to input into their input/output chart. A separate flow chart may be used to organize the comic story. This assignment is homework if they don't complete it in class. Students will participate in the cooperative learning activity where the teacher will pose a question about what students feel or think about their understanding of these relationships that allows them to agree or disagree. They will stand on a value line from 1 to 10, strongly disagree to strongly agree and then fold and discuss with the person across from them. After this they will proceed to watch a tutorial on Comic Life. The students will be given class time to explore Comic Life and familiarize themselves with the program. The third day will be spent creating their product. Students will work independently on this project, however, there will be many opportunities to collaborate with peers. The desks will be arranged in groups so students will be able to work quietly with their neighbors. During the cooperative learning activity students will be assigned a partner based on their understanding of the content. Students will use peer-assess using the Two Stars and a Wish method. Students will work in pairs and give each other two positive feedbacks on their progress and one wish they have for their peer to work on. This will help students realize what they need to improve on or where they are misunderstanding the content.
Explore, Experience, Revise, Refine, Tailors: Intrapersonal, interpersonal, logical, visual, verbal
Students will write a journal entry to be handed in to the teacher that self-assesses the progress on their project and any concerns or questions they want the teacher to address. The teacher will use a rubric to evaluate the students' data charts, graphs and Comic Life. Students will be given this rubric before they start the assignment and it will be posted on the class wiki in case they misplace it. They will always know what is expected of them.
Evaluate, Tailors: Visual, verbal, logical
Content Notes
Input and output relationships
understand graphs
slope
Graphing populations.pdf
- DetailsDownload311 KB
See AttachedHandouts
Graphic organizer
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: All resources and notes will be posted on the class wiki for students to refer to. Students will be presented the expectations during class and they will be outlined on the class wiki. The lesson will be sequentially presented with frequent opportunities to reflect and ask questions.
Microscope: Students will be analyzing their graphs and creating a story based on their findings. There will be many opportunities for discussions through cooperative learning and the way the desks are arranged in groups. Students will be responsible for their own product but can collaborate with peers and the teacher at any time.
Puppy: The classroom environment will be very safe and respectful during this lesson. Students will be working on their projects independently so students will be responsible for their own products but can choose to help each other if they wish. The students will peer-asses each other using the two star and a wish method. They will tell their partner two things they like (or learned) from their project and one thing they could improve before turning it in.
Beach Ball: Students can choose to fill out as many graphic organizers as they want and for whatever reason. They have freedom to choose any city (cities) they wish but should pick one there is a lot of information on. They are free to develop their comic story any way they'd like as long as it is appropriately related to their analysis of their data.
Rationale: This lesson takes into consideration all learning styles and implements challenges for all students. Sequential learning, organization, and freedom are all relevant aspects of this lesson.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative:
Section I – checking for understanding during instruction
To check for understanding the teacher will use the onion ring method to pose questions to the students about their ideas, data collection, formed relationship, and Comic Life knowledge. There will be a small circle of students in the middle and a bigger circle of students around them. The inside circle will face the outside circle and they will be paired up and talk about the questions asked. For each question the inside circle will rotate one person so students have a chance to collaborate with many of their peers.
Section II – timely feedback for products (self, peer, teacher)
Students will write a journal entry to be handed in to the teacher that self-assesses the progress on their project and any concerns or questions they want the teacher to address. Students will use peer-assess using the Two Stars and a Wish method. Students will work in pairs and give each other two positive feedbacks on their progress and one wish they have for their peer to work on. This will help students realize what they need to improve on or where they are misunderstanding the content. The teacher will use a rubric to evaluate the students' data charts, graphs and Comic Life. Students will be given this rubric before they start the assignment and it will be posted on the class wiki in case they misplace it. They will always know what is expected of them.
Summative: Comic Life (75 points): Students will choose a city (or two) and collect data on it's population over a long period of time. They will interpret and analyze the data and turn it into a comic strip story of the cities rise and fall of population. The story should be creative and well thought out. The comic will include the data and the graphs.
Rationale: Formative assessments will be used multiple times to engage students in their growth and give the teacher feedback on the students progress. The journaling response from students will give the teacher important feedback when planning for advancement during the lesson. The summative assessment will show the teacher which students have developed mastery and what areas they still need to develop further.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge: Students will know y=mx+b, slope, linear equations and functions, express relationship between two quantities
CCSS:
Grade Level: 8
Domain: Functions
Cluster: Define, Evaluate, and Compare Functions
Standards: 1. Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.
Rationale: The students will understand relations and functions by using data to show inputs and outputs and to analyze what this data means.
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
Verbal: Students are about to write a journal entry to the teacher expressing their progress on their project and any joys or concerns they may have.
Logic: The flow chart will keep the students thoughts organized and they will be able to express the data in chronological order with the flow chart.
Visual: Comic life allows the student to express their data in images, graphs, and tables. They can add pictures of the city and what it might look like based on the period and amount of people living their at the time. The captions used will illustrate what information and concepts the pictures are displaying.
Interpersonal: The onion ring activity gets students up and interacting with their many of their peers about their ideas, ideas, data collection, formed relationship, and Comic Life knowledge.
Intrapersonal: This is an individual project. Students will do most of the work on their own. They may consult others if they wish but are not forced unless otherwise stated during instruction.
Naturalist: The student could pick any city in the world to follow as long as they can find or get a hold of the necessary information. They could pick a town in Northern Maine or San Francisco but when creating their Comic Life they can make up a story how the population affected an animal or plants population. One might create a story where the town runs out of drinking water because the population grows the city's major water source dries up and doesn't replenish so the town ends up a deserted area.
Type II Technology: Students will create a Comic Life.
Rationale: This lesson includes six of the multiple intelligences. Students will be engaged and will continue to grow in their learning as they make their developed and developing intelligences stronger.
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale: Students will collaborate during class time when involved in cooperative learning and checking for understanding. They will be arranged in groups at their desks so they have constant contact with each other. They will have the resources to e-mail each other outside of class and post on the class wiki. Students will reflect many times when journaling, participating in cooperative learning, and when peer and self-assessing.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale:
This lesson has students create a Comic Life that introduces them to comic design and story telling. For people who have an interest in art or English this is a perfect opportunity for them to thrive in a math class while learning content simultaneously. Students will have the opportunity to self-assess their progress and reflect on questions asked by the teacher.